Improving Our Numeracy - elmvale-pri.glasgow.sch.uk

Improving Our Numeracy - elmvale-pri.glasgow.sch.uk

Improving Our Numeracy 5 Twilights April-June 2015 Early numeracy Addition and Subtraction Mental maths strategies Multiplication and Division Problem Solving

QIO Stephen Watters and class teachers both primary and secondary Background SSLN- have shown there are gaps in basic number-basic number skills are the key. Repetition and daily practise is essential. Start- Prior knowledge, observations, discussions and initial assessment. Leave formal written work in jotters until the children fully understand what they are writing- may take longer for others. From the beginning of primary 1 use the language of maths e.g. greater than, less than, how many more etc.

Class discussions- Why do we have to learn to add? Problem solving- teach more word problems from primary 1 e.g. 5 on the bus and 2 get off- how many are left? Variety of different types of resources e.g. concrete materials, songs, multisensory etc. It is essential that children understand that a number is an amount- 1:1 touch and count correspondence. Subitising Subitising: The ability to recognise patterns in numbers. e.g.look for the patterns- 2 groups of 3, a group

of 4 and a group of 2, 3 groups of 2 etc. It is the ability to recognise the no. of objects in a small group, without counting them- fundamental numeracy skill. Ways to subitise Set finger patterns e.g. use your fingers to show me 2, show me another way- throw it game: hide fingers and teacher shouts throw me 4- children display fingers from behind back without counting. Use dice and dominoes- the children recognise the amount without counting the dots.

Coloured counters Taught with recognition of numbers, counting and counting on-before addition and subtraction https://www.youtube.com/watch?v=aBV3XnRjZoA 5 and 10 frames- A great resource. Counters with different colours on the opposite

Sides. Roll the dice and some will be yellow and some red- helps with number bonds 10 frames also help with teen numbers e.g. 22 would be 2 full ten frame and 2 coloured on the other 10 frame etc. Instant recognition You can use tape to make a 10 frame on the carpet- put objects in to show e.g. 5- how else could you make 5, now make 7, can the children add on from 5 without having to clear off all the objects? 7 Bead bars or number stick- great resource- can the child find the number e.g. 52 Always ask the children to justify their answer. E.g. how did you know that was

52 on the bead bar? It is essential that children are not going to abstract too quickly- no written work until they have the understanding- they need to be able to touch it and see it. Let the children take the lead and be the teacher- e.g. number fans, games etc. It is essential that addition and subtraction are taught at the same time- also multiplication and division. SEAL box in every class- same resources e.g. 10 frames but adapted depending on stage. Teach commutative law: 3+1=1+3 Teach compensation: adding 11 is the same as adding 10 then 1 +/- triangles

Resources SEAL boxes- Stages of Early Arithmetic Learning- in each class 5 and 10 frames Bead bars Dominoes Dice Number lines Abacus +/- triangles- great resource Online resources/websites Illuminations- website

Harvey's Homepage- Website Glasgow online-maths- curricular area-numeracy-primary resources Numeracy Academy- East Lothian Games I say a number you say the next/previous e.g. teacher says 4,5,6

and pupil says 7,8,9 Counting choirs- split the class into groups. Ask one group to start counting then stop them and the next group carries on etc. forward and back, in 2s or 5s etc. Guess the position- put a number line out with e.g. 0, 10,15 and 20. Can they play where 4 would go, 18 etc. Guess the number- child thinks of a number and the other children have to guess with yes or no answers e.g. is it bigger than/smaller than

Dice game- roll two dice 2 and 4- what numbers can you make 24 or 42- what number is biggest/smallest etc. adapt e.g. 3 dice for HTU Planning and resources Glow resource- progression pathways. This is a maths resource/planners show where to start in each level in each area within maths. There are lesson ideas, resources and homework ideas.

Maths strategies Mental maths daily Pupils should be taught different strategies Pupils should explain methods/compare to other methods Teach written methods after teaching understanding e.g. vertical and horizontal sums. Use various resources from p1-p7 Activity There are 47 children in the hall. 28 more

arrive, How many are in the hall now? How did you work it out? Can you think of other strategies? Share strategies. Some people prefer to use certain strategiesbut teach/model various. Strategies- 47+28

40+ 20 then 7+8 Vertical sums Rounding/ compensation- 47+30-2 Open number line- visualisation +20 47 67 +3

+5 70 75 Compare strategies- Easiest? Quickest? Re-ordering, Partitioning and Compensation Re-ordering 2+7 easier as 7+2 17+9-7 easier as 17-7+9 Partitioning 4+15= 4+10+5

30+47= 30+40+7 Compensation-rounding 24+19= 24+20-1 84-18= 84-20+2 Multiplication and Division Various methods Open number line- 4x2=8 Use language 4 jumps of 2 before 4 multiplied by 2 +2 0

Arrays +2 2 4 +2 6

8 +2 Pictures/grouping Multiplication- Rectangle method 18x10 10 8 100+80=180 10 100 80 14x16

10 10 100 4 40 6 60 24 100+40+60+24=224 29x17 10 7 100+100+70+70+90+63=493 10 100 70

10 100 70 9 90 63 424x36=15264 400 20 4 30 12000 600 120 6 2400 120 24 Try it

356x42 300 40 2 12000 2000 240 712 14952 50 6 12000 2000

600 100 240 12 Websites SSLNhttp://www.educationscotland.gov.uk/learningandteaching/assessment/ssln/ National Numeracy Progression Framework- better understanding of progression within numeracy http://

www.educationscotland.gov.uk/resources/n/nationalnumeracyprogressionframework /index.asp?strReferringChannel=video&strReferringPageID=tcm:4-867428-64&class =l3+d220068 Illuminations- website https://illuminations.nctm.org/ Harvey's Homepage- Website http://harveyshomepage.com/Harveys_Homepage/Number_Sense.html Glasgow online-maths- curricular area-numeracy-primary resources Numeracy Academy- East Lothian http://numeracyacademy.edubuzz.org/

Recently Viewed Presentations

  • Accounts Receivable - Hillsborough Community College

    Accounts Receivable - Hillsborough Community College

    All HCC student's receive a Higher One card. Activating their card. Replacement card fee $23.00. TIPSStacie. Enrollment Timelines. Changing Agreements. Refunds. ... Accounts must be researched before ending any holds. Bankruptcy does not automatically end holds.
  • ROMANTICISM: The Second Generation Poets

    ROMANTICISM: The Second Generation Poets

    This second generation of romantics rebelled even more strongly against British conservatism, and as cultural figures, Byron, Shelley, & Keats became like punk rock stars in England. Live fast, die young. This would be an apt motto for Byron, Shelley,...
  • American Imperialism

    American Imperialism

    US Imperialism. Hawaii . Archipelago = chain of islands. Rich soil, warm climate, year round crops. Americans (Dole) set up sugar plantations. US backs a revolution of plantation owners to overthrow Polynesian Queen Liliuokalani. New American republic asks to be...
  • Economic Development: Overview -2-

    Economic Development: Overview -2-

    economİc development: overvİew -2-
  • PowerPoint 簡報 - home.ee.ntu.edu.tw

    PowerPoint 簡報 - home.ee.ntu.edu.tw

    Dream: Other Biomedical Signals Electrical: Electroneurogram (ENG) Electromyogram (EMG) Electroretinogram (ERG) Electrogastrogram (EGG). Other Non-Electrical Biomedical Signals Circulatory system Blood pressure Heart sound Blood flow velocity Blood flow volume Other Non-Electrical Biomedical ...
  • Amino Acids, Proteins, and Enzymes

    Amino Acids, Proteins, and Enzymes

    Chapter 19 Amino Acids and Proteins 19.5 Protein Structure: Tertiary and Quaternary Levels * * * * * * are the ten amino acids not synthesized by the body must be obtained from the diet are in meat and diary...
  • PowerPoint 프레젠테이션 - Udindfor

    PowerPoint 프레젠테이션 - Udindfor

    over time in order to build an understanding of the appropriacy and limitations of their use. Learners need to engage in exploration to develop an awareness of the intricacies of their use.
  • The Perils of Ignoring the Value of Community

    The Perils of Ignoring the Value of Community

    Longer recovery times from injury. Regular feelings of loneliness. ... Realising the need for change. Community led to other communities and greater sense of belonging. Sense of purpose . Commitment to others. Being able to talk and express emotion.